WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE - ACTE
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WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE ABOUT This toolkit will provide state and local Career Technical Education (CTE) leaders with actionable resources, guidance and tools to help them develop and engage learners for the improvement of CTE policies and practices. The toolkit and its resources will focus on opportunities and strategies for engaging current CTE learners, including learners in middle and high school CTE programs as well as adult learners in postsecondary CTE programs, in the development, assessment and improvement of CTE programs, practices and policies. While engaging the voices of prospective CTE learners, engaging learners for more general relationship-building purposes, and learner engagement and student choice in the classroom are critically important topics, this toolkit will not focus on them. However, several of the principles, ideas and resources shared in this publication could also benefit these efforts. WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE
CONTENTS
The Importance of Learner Voice in CTE
What is Learner Voice? 1
Why is Learner Voice Important? 2
What Can We Learn From CTE Learners? 5
Commitments for Engaging CTE Learners 6
Actions for Elevating CTE Learner Voice
Assess Organizational Readiness 8
Explore Methods for Learner Engagement 11
Harness CTE-Specific Engagement Opportunities and Levers 16
Ensure Equitable CTE Learner Engagement 20
Expand Capacity for CTE Learner Engagement 25
Supplemental Tools
WORKSHEET: Reflections on Elevating Learner Voice in CTE 28
RUBRIC: Assessing Your Commitments for Engaging CTE Learners 35
WORKSHEET: Assessing Organizational Readiness to Elevate Learner Voice in CTE 43
SAMPLE QUESTIONS: Focus Groups for Current CTE Learners 45
ACTION PLAN: Developing a Strategy to Elevate Learner Voice in CTE 50
Acknowledgments 58
Appendix: Annotated Bibliography 59
Endnotes 63
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WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE
THE IMPORTANCE
OF LEARNER
VOICE IN CTE
WHAT IS LEARNER VOICE?
CTE programs must be designed with learners, not simply for learners, to be responsive to their diverse
needs at every stage of the CTE continuum. Being responsive to diverse learner needs can occur only if
learners have direct and ongoing input into the design and delivery of CTE programs and experiences.
Learner voice is often neglected even though learners learner needs, break down barriers — particularly for
themselves are affected directly by decisions made about historically marginalized populations — and improve
CTE programs and have invaluable first-hand experiences. quality. Engaging learners in a meaningful way in CTE
It is therefore critical that learners be engaged as key program design and delivery can also increase learners’
stakeholders in the decision making process within CTE engagement in their education and sense of agency over
programs. By empowering learners to share feedback their own lives, while developing their communication
regarding their CTE experiences through intentional and and collaboration skills.
ongoing feedback loops, CTE programs can better address
LEARNER VOICE AND LEARNER ENGAGEMENT have been defined in numerous ways:
“[A]uthentic student input or leadership in instruction, co-constructing the teaching/learning dynamic. It can
school structures, or education policies that can promote also be understood as self-determined goal-setting or
meaningful change in education systems, practice, and/or simply as agency.” 3
policy by empowering students as change agents,
often working in partnership with adult educators.” 1 “[C]an range from the most basic level of youth sharing
their opinions of problems and potential solutions, to
“[G]iving students the ability to influence learning to allowing young people to collaborate with adults to
include policies, programs, contexts and principles.” 2 address the problems in their schools, to youth taking
the lead on seeking change.”4
“[A] broad term describing a range of activities that
can occur in and out of school. It can be understood
as expression, performance, and creativity and as
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 1
LEARNER VOICE can best be conceptualized as occurring on a spectrum from learners giving
their feedback and opinions to learners taking on leadership roles and driving systemic change.
TYPES OF STUDENT VOICE
Being heard Collaboration with adults Leadership
EXPRESSION CONSULTATION PARTICIPATION PARTNERSHIP ACTIVISM LEADERSHIP
Volunteering Sharing Participating Explicit, Identifying Co-planning,
opinions; student feedback and in meetings institutionalized problems and co-executing and
contributions opinions in with role in solutions, having shared
acknowledged focus group decision-makers decisionmaking advocating responsibility for
by adults or survey for change outcomes
Adapted version of Toshalis and Nakkula’s “The Spectrum of Student Voice Oriented Activity” and Mitra and Gross’ “Pyramid of student voice” as published in
Elevating Student Voice in Education by Meg Benner, Catherine Brown and Ashley Jeffrey.
Sources: This graph is adapted from Eric Toshalis and Michael J. Nakkula, “Motivation, Engagement, and Student Voice” (Boston: Jobs for the Future,
2012), Dana L. Mitra and Steven Jay Gross, “Increasing Student Voice in High School Reform: Building Partnerships, Improving Outcomes,” Educational
Management Administration & Leadership 37 (4) (2009): 522-543.
Each level of learner engagement has its opportunities and limitations.5 For instance, a broad set of learners can be engaged
on the expressive end of the spectrum through such methods as surveys, but that engagement may be more surface level
and less authentic. On the other end of the spectrum, learners in leadership roles can foster systemic change, but this level of
engagement requires a small group of learners investing a great deal of time and energy.
WHY IS LEARNER VOICE IMPORTANT?
Without Limits: A Shared Vision for the Future of Career Technical Education, developed by Advance CTE
and supported by the Association for Career and Technical Education and another 40-plus national
organizations, puts forth a bold vision for a cohesive, flexible and responsive career preparation
ecosystem.6 The second principle in CTE Without Limits focuses specifically on ensuring that each
learner feels welcome in, is supported by and has the means to succeed in the career preparation
ecosystem. This principle calls on states and institutions to leverage existing and design new
opportunities to engage learners, families and key community partners to share their unique
experiences with the CTE system to inform and improve upon programs and supports.
CTE learners are the most important stakeholders in any CTE from an enthusiastic majority of elementary school learners
program. They are the experts in their own education and to only one-third of high school learners self-reporting that
career pathways, and they are the ones who must live with they are engaged in learning.7
the impacts of decisions that are all too frequently made
This failure to engage learners is holistic, spanning classroom
without their input.
practices; a welcoming campus environment; and decisions
The consequences of the education system’s failure to elevate about the policies, programs and services available to
learner voice are particularly apparent when looking at the support learners. For example, only 42 percent of states
access and performance gaps for special and historically report having clear feedback loops in place to gather
marginalized populations, both within CTE and in education ongoing input about their CTE systems and programs from
more generally. In addition, research has documented that learners, families and community members.8 This situation
students’ engagement in their education declines over time, must change for CTE to truly reflect learners’ needs.
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 2
Equity and Inclusion
One of the most important reasons to elevate learner voice As part of the work to elevate learner voice, leaders and
is so that policymakers and practitioners can hear from educators must reckon with CTE’s history and current
learners about their varying challenges, needs and priorities, inequities. This reckoning includes CTE’s history as an
particularly learners who encounter the most barriers to alternative education option for learners who were
access and success in high-quality CTE programs and related considered non-college bound and “tracking” of learners
experiences such as work-based learning. These learners from low-income families, learners of color, learners
include those with special population status (as further with disabilities, female learners and other historically
described below), historically marginalized populations, and marginalized populations into terminal vocational programs
learners in rural and urban areas that may lack access to a that denied their full potential and left them with limited
breadth of high-quality CTE experiences. opportunity. As a result, inequities still exist for learners from
these populations in accessing high-quality CTE programs.
Engaging CTE learners across different populations is also
Seeking out the voices of learners from these populations is
a moral imperative, recognizing the serious, often lifelong
an important step for CTE leaders to take to ensure that the
impact that education programs and policies have on
CTE programs of today are helping these populations reach
learners. The consequences of decisions made by education
their full potential, removing barriers to access and success,
leaders and policymakers about policies, programs and
providing critical supports and services, and not further
practices often fall inequitably on different learner groups,
perpetuating historical inequities.9
maintaining power structures and reproducing inequities.
Perkins V
In addition to the equity imperative, stakeholder States and local leaders must provide disaggregated
engagement is a major theme and required component data about and engage with and enhance their efforts
of the Strengthening Career and Technical Education for to serve the following special populations:
the 21st Century Act (Perkins V). The law requires states
to develop four-year state plans in consultation with • Individuals with disabilities
representatives of secondary and postsecondary CTE
• I ndividuals from economically disadvantaged families,
programs such as teachers, instructors and counselors; state including low-income youth and adults
workforce development board representatives; business and
• Individuals preparing for non-traditional fields
industry representatives; and members and representatives
• Single parents, including single pregnant women
of special population groups as well as families/caregivers,
students and community organizations. School districts • Out-of-workforce individuals
and colleges must engage a similar list of stakeholders — • English learners
including learners — for the Comprehensive Local Needs • Individuals experiencing homelessness
Assessment (CLNA) that occurs, in most states, every two • outh who are in, or have aged out of,
Y
years and must also consult these stakeholders on an the foster care system
ongoing basis. Aligned with this focus on stakeholder input • outh with a parent who is a member of the
Y
is an expanded list of special populations. armed forces and is on active duty
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 3
State agencies and local CTE programs also are required to and local CTE leaders are investing in better serving groups
provide disaggregated data by gender, race/ethnicity and that have been historically marginalized because of their
— at the secondary level — migrant status. Once the data gender, race or ethnicity as well as Tribal learners, justice-
is disaggregated, provisions throughout the law require an involved individuals, LGBTQ+ learners and undocumented or
examination of gaps among learner groups on measures of migrant students.
access and performance. To address these gaps, many state
Learner and Organizational Outcomes
With most learner engagement efforts in their infancy, both in CTE and throughout education more generally, the research base
on outcomes from learner engagement and voice activities is small but growing. The emerging research points to benefits for
learners and organizations seeking to improve service delivery:
More agency — choice, control and collaborative Young people who participate in research and evaluation
opportunities — has been linked to better outcomes for in their classrooms and communities gain confidence;
historically marginalized populations as well as greater social capital; social and civic competencies; and research,
classroom participation and fewer behavioral problems.10 critical thinking and problem-solving skills.12
Student voices opportunities lead to increased agency, Involving youth in decisionmaking helps organizations
belonging and competence in learners.11 create optimal learning environments for all, contributing
substantially to improved services, more service utilization
and improved youth-adult interactions.13
AS MORE EDUCATION SYSTEMS AND LEARNER-SERVING ORGANIZATIONS ELEVATE
LEARNER VOICE, the research will likely continue to show benefits for learners and state
and local education systems, including the development of higher quality and more
equitable CTE systems at the state and local levels.
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 4
WHAT CAN WE LEARN FROM CTE LEARNERS? We can learn many things from CTE learners that can improve program quality and equity and enhance learners’ experiences in CTE programs by getting answers to questions such as: • How did you learn about this CTE program? Why did you decide to enroll? • How should we enhance our outreach efforts to reach more prospective CTE learners? • What opportunities do you have to continue your learning in your CTE program? • What has made you feel uncomfortable, marginalized or discriminated against in your CTE program? • What has made you feel welcome, supported or valued in your CTE program? • What aspect of your CTE education has helped you the most? What has felt like the largest stumbling block? • In what ways does your CTE program feel connected or relevant to your long-term goals? • Does the content you learn in your CTE program feel relevant to you personally? • In what ways do you see yourself as a driver of your own career exploration and planning? • What types of work-based learning have been or would be the most valuable to you? • Which individuals or organizations do you turn to for career-related support? • How has CTE positioned you for your future? • If you could change one thing about your CTE program, what would it be? • What supports or services would make participating and being successful in CTE easier for you? • How could I, as an educator or administrator, improve your CTE experience? ? A FULL SET OF SAMPLE FOCUS GROUP QUESTIONS FOR LEARNERS CAN BE FOUND ON PAGE 45. REFLECTIONS Use the Reflections on Elevating Learner Voice in CTE Worksheet to capture any reflections taken from The Importance of Learner Voice in CTE section. • How can engaging learners improve CTE programs and policies in your state, district or institution? • How can engaging CTE learners help close equity gaps in your state, district or institution? • What do you most want or need to learn from learners to improve CTE programs and policies? WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 5
COMMITMENTS FOR ENGAGING CTE LEARNERS Learner engagement efforts should be grounded in a set of commitments for authentically, equitably and sustainably elevating CTE learner voice. These commitments undergird the overall strategy and the actions CTE leaders take to develop and grow learner voice opportunities for CTE program, policy and practice development and improvement. 1. C TE LEARNERS ARE ENGAGED MEANINGFULLY. Learner engagement elevates CTE learner voice for the purpose of program improvement, not as a box-checking exercise. Learners contribute to state and local CTE development, assessment and improvement activities; to toolkits, professional development and other resources for CTE programs and educators; and to new state and local CTE initiatives and student support efforts. 2. CTE LEARNERS ARE TREATED AS VALUED AND TRUSTED STAKEHOLDERS. Learner engagement is built on trust among participants and a recognition of the value of each voice around the table. Educators welcome the participation of CTE learners and are eager to learn from their knowledge and perspectives about CTE program quality, access and equity, while acknowledging that listening to honest input from learners may not always feel comfortable. Community agreements define the ground rules that support CTE learners to engage with each other and with other stakeholders respectfully and encourage brave spaces in which participants can talk honestly and openly, without fear of retribution. 3. ENGAGEMENT IS INCLUSIVE OF ALL CTE LEARNER VOICES. CTE leaders actively seek representation across the variety of CTE learners: learners with special population status; learners from across different gender identities, sexual orientations, races and ethnicities, including students of color; other key learner groups, such as justice-involved, migrant and undocumented individuals; learners from a variety of CTE program areas; learners from the secondary and postsecondary levels; and learners from different geographies, as appropriate. Leaders move beyond engaging a small set of the most committed learners, such as Career Technical Student Organization (CTSO) officers, to incorporate a diversity of CTE voices. 4. CTE LEARNERS ARE PREPARED TO ENGAGE EFFECTIVELY THROUGH TRAINING, RESOURCES AND SUPPORTS. CTE learners are empowered to engage productively through preparation and supports. Empowering learners includes conveying clear expectations about roles and responsibilities; providing training on effective communication; and eliminating barriers such as scheduling, transportation, technology access and other challenges that can be differentially encountered by CTE learners from various populations, learner levels and geographies. WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 6
5. CTE LEARNERS HAVE MULTIPLE AVENUES FOR ENGAGEMENT. Learners can contribute their voices through a variety of venues and methods, from expressing their opinions in focus groups of CTE learners and CLNA meetings to participating on program advisory boards to organizing learner- focused events. Engagement activities are conducted in person and virtually. 6. CTE LEARNER ENGAGEMENT IS SUSTAINED THROUGH REGULAR, INSTITUTIONALIZED PROCESSES. Learner engagement is institutionalized through advisory board requirements, CLNA requirements and guidance and other ongoing means to enable regular opportunities for elevating CTE learner voice. Institutionalizing this engagement ensures that successive generations of CTE learners are engaged after individuals graduate or complete programs. Metrics and feedback loops are also in place so learners, families, community partners, instructors and the public understand how learner contributions have been used and incorporated into policy or programmatic changes. 7. CTE LEARNERS ARE RECOGNIZED FOR THEIR CONTRIBUTIONS. CTE learners are recognized for investing their time and expertise in engagement activities. This recognition may include having their names and contributions shared publicly as well as appropriate compensation, such as cash or gift card stipends, scholarships, academic credit, independent study opportunities, awards or other types of compensation. Compensation is determined in collaboration with learners. REFLECTIONS Complete the Assessing Your Commitments for Engaging CTE Learners Rubric. Use the Reflections on Elevating Learner Voice in CTE Worksheet to capture any reflections taken from the Commitments for Engaging CTE Learners section. • Which of the seven commitments are already in place in your state, district or institution? • Where do you most need to build capacity, skill or will to fully meet the commitments? WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 7
ACTIONS FOR ELEVATING CTE LEARNER VOICE To develop and implement an effective strategy for engaging learners that fully meets the commitments laid out in the previous section, CTE leaders can begin by taking actions to: • Assess organizational readiness • Explore methods for learner engagement • Harness CTE-specific engagement opportunities and levers • Ensure equitable CTE learner engagement • Expand capacity for CTE learner engagement THESE STEPS ARE NOT SEQUENTIAL BUT RATHER A SERIES OF ACTIONS that will be revisited and refined as leaders develop and expand efforts to elevate learner voice. ASSESS ORGANIZATIONAL READINESS To effectively engage learners in developing, assessing and improving CTE programs and policies, state and local CTE leaders should assess the culture at their agencies, districts or institutions and, if necessary, build a culture that values and supports engaging stakeholders, including learners and families/caregivers, and is committed to elevating learner voice, even when this work is difficult or uncomfortable. An organizational culture that is dedicated to elevating learner voice will strive to meet the commitments defined previously. Part of assessing organizational readiness is identifying administrators and even more so between learners and where relationships with learners already exist and state leaders. Therefore, part of preparing to do this work investing in building relationships with learners where includes looking for ways to increase interaction between needed. The closest relationships between learners and learners and leaders and for opportunities to recruit educators will likely be in the classroom, where instructors classroom instructors, current learners, alumni, and other directly engage with CTE learners daily. Relationships stakeholders with experience in elevating learner voice to are likely to be more distant between learners and local support and facilitate engagement activities. WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 8
? To assess organizational readiness for this work, consider the following questions:
1. W
hat are your state’s, district’s or institution’s 5. W
hat existing activities can your state, district or
goals for elevating CTE learner voice? What are the institution leverage to elevate CTE learner voice?
short-, mid- and long-term objectives? What existing policy or program development,
2. H
ow well do CTE leaders understand the benefits review or improvement processes can you
of elevating CTE learner voice? How prepared is leverage?
your state, district, institution or community to 6. W
hat relationships already exist with CTE learners?
receive and act upon learner input, even when the How can you build relationships? What educators,
dialogue is uncomfortable or feedback is negative? learners, alumni, and partners with a history of
From whom do you have buy-in or need buy-in? effective learner engagement can you tap to help
3. W
hat knowledge and skills do CTE leaders have you build relationships?
to effectively elevate CTE learner voice? What 7. W
hat other stakeholders or partners can support
knowledge and skills do you need to develop? CTE leaders in this work? What other agencies,
4. W
hat capacity do CTE leaders have for elevating institutions or organizations can you turn to for
CTE learner voice? Is there a position or assistance?
department in your agency, district or institution
where you could locate learner voice activities?
What funding streams can you use to support
learner voice activities?
State and local CTE leaders should not worry if they cannot answer these questions yet. This toolkit will help leaders
consider opportunities and capacity for building relationships and engaging CTE learners. Additional tools for reflecting
on organizational readiness for this work include Being Y-AP Savvy: A Primer on Creating and Sustaining Youth-Adult
Partnerships from the ACT for Youth Center of Excellence at Cornell University.14
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 9The Qualities of an Agency Culture That Supports Stakeholder Engagement15
Responsive and reciprocal Inclusive Impartial and objective
Meaningful engagement is a The agency commits to seek out As part of meaningful engage-
two-way process between and facilitate the involvement of all ment, the agency makes efforts
the stakeholder and the who are potentially interested or to ensure information is
agency. The agency values affected by its work, including accessible and objective, and
stakeholder contributions to those that are harder to reach for facilitates engagement
improving outcomes for reasons such as language, culture, with all stakeholders.
children, youth, and families. age, or mobility.
Respectful Open, transparent, and trusting
The agency values stakeholders The agency provides information
and uses their input to improve so stakeholders can participate in
policy and outcomes. Child welfare an informed way and fosters a
leaders actively listen to and culture of sharing ideas.
understand stakeholder needs.
REFLECTIONS
Complete the Assessing Organizational Readiness to Elevate Learner Voice in CTE Worksheet.
Use the Reflections on Elevating Learner Voice in CTE Worksheet to capture any reflections taken from the
Assess Organizational Readiness section.
• What strengths within your state, district or institution support efforts to engage CTE learners around
the improvement of policies and programs?
• What gaps in your state, district or institution are most critical to address to build a strategy to elevate
CTE learner voice?
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 10EXPLORE METHODS FOR LEARNER
ENGAGEMENT
Learners can use their voices in many ways across the spectrum of student voice described previously
to affect the education system. These roles can range from providing input to serving as evaluators,
researchers or advisers to being creators and leaders.
This section will focus on methods and learner roles Whatever methods are selected, multiple learners should be
that are the most pertinent to CTE program and policy engaged to ensure that diverse perspectives are heard. These
development, assessment and improvement rather than perspectives include secondary and postsecondary/adult
learner engagement in the classroom; prospective learner CTE learners, learners from different special and historically
engagement; or other methods and roles such as student marginalized populations, and learners from different parts
government, student journalism and student activism. In of the state or different programs within an institution.
general, the following methods can be used at both the One or two learners cannot and should not be tasked with
local and state levels, although some are more relevant representing all CTE learner voices. More information on
to a particular setting than others. equitably engaging learners can be found in other sections
of this toolkit.
METHOD: LEARNER ROLE:
Social Media Informal Input
One tool for seeking learner input is social media.
While less rigorous than some research methods for gaining or challenges that ask learners to share their thoughts in
learner feedback, social media has the benefit of being a writing or video. However, it is important to remember that
place where learners are already engaged among themselves not all learners have access to social media; participation
in authentic conversations. CTE agencies, institutions and on different platforms varies, particularly by age; and not all
programs can use their social media networks to seek learners may feel comfortable providing direct feedback in
informal learner input through polls, open-ended questions, such a public setting.
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 11METHOD: LEARNER ROLE:
Surveys
Formal input
CTE leaders can engage in more rigorous data collection and research opportunities with learners through surveys.
Surveys are a well-known and widely used tool that can To make surveys more impactful, learners and student voice
quickly and easily gather reactions and feedback across experts recommend minimizing jargon, being explicit and
a broad swath of learner groups while protecting learner transparent about the purpose of the survey, reporting
anonymity. However, learners report that surveys can be full findings back to learners and other stakeholders, and
of jargon they do not understand and frequently include providing additional opportunities to provide more in-depth
response options that are not nuanced enough to capture input. Further tips on survey design can be found at the
what learners really think. In addition, learners are adept University of California-Berkeley (UC-Berkeley) YPAR Hub,
at reading between the lines to identify the responses that Collecting Student Voices for Guided Pathways Inquiry and
educators want to hear and will sometimes respond that way. Design from the California Community Colleges, and the
Surveys are also fairly impersonal, and learners are not always Improving CTE Programs with Data and Evidence Guide
clear about how — and if — the information will be used, from The RP Group.16
which can affect the motivation of learners to complete them
fully and honestly.
METHOD: LEARNER ROLE:
Focus Groups/Discussion Sessions Formal Input, Facilitation
Learners who contributed to this toolkit favor approaches that enable them to share their thoughts in a more
nuanced, open dialogue through focus groups, discussion sessions and similar qualitative research methods.
This strategy is also useful for engaging learners who may increasing access for learners include using virtual focus
benefit from hearing others speak first before feeling groups to limit the burden of transportation, as well as
empowered to contribute. choosing times that work for learners’ schedules. To ensure
that facilitators are positioned to make participants feel
Learners who contributed to this toolkit recommended that
valued and to promote brave conversations, state CTE
focus groups engage learners from a particular CTE program
agencies and local leaders can tap learners themselves to
area to allow for more in-depth conversations in which
act as facilitators of the discussion, with appropriate training
they know the decisions made will directly affect them.
on how to lead a focus group, or other individuals who are
Discussions can also target specific learner groups to better
trusted by the learners.
understand those learners’ barriers and challenges or focus
on specific program elements such as work-based learning or Further resources on conducting focus groups can be found
industry-recognized credentials. In addition, focus groups can at the UC-Berkeley YPAR Hub, Collecting Student Voices for
be exclusively for and led by learners, giving them a space Guided Pathways Inquiry and Design from the California
for candid conversation among themselves, or they can be a Community Colleges, the Improving CTE Programs with
mixed group of learners and educators. Data and Evidence Guide from The RP Group, and the
Student Focus Group Resource Guide from
When using the focus group methodology, state and local
WestEd-Public Agenda.17
leaders should provide multiple opportunities to engage
a wide variety of learner groups and allow for in-depth For a sample list of focus group questions developed with
discussion of particular topics. Additional strategies for input from CTE learners, see page 45.
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 12METHOD: LEARNER ROLE:
Participatory Action Research Research
Another research methodology that can more deeply engage learners is participatory action research (PAR).
PAR is a grassroots style of research in which members of a their CTE programs, creating materials such as surveys
community themselves investigate a question or problem and focus group protocols, conducting research, analyzing
that is important to that community. Individuals with more data and presenting findings. While this methodology is
research experience may provide support, but the research possible to use at the state level, it is more likely to be
question itself and much of the research is conducted by used at the local level, both for logistical reasons and
community members — in this case, learners — who because local communities across a state differ in their
best understand their community and are most invested needs and priorities.
in the findings.
Additional resources on PAR and engaging learners in
In this methodology, learners themselves act as researchers, analyzing data include the UC-Berkeley YPAR Hub and
developing a research question or problem statement about Speak Out, Listen Up! from REL West.18
METHOD: LEARNER ROLE:
Program Review/Needs Assessment Formal Input, Evaluation
While PAR is a grassroots approach, there are additional opportunities for learners to be involved in
more top-down evaluation activities such as program review and monitoring or needs assessments.
In these cases, learners can serve as research participants work with district and college-level administrators and
who can speak directly to the realities of the program other education representatives to develop review and
under review or share their perspective on learner needs assessment materials, analyze data and report findings.
and priorities. They can also act as co-evaluators who
METHOD: LEARNER ROLE:
Conferences/Events Presenting, Organizing
Conferences, summits and other events that either incorporate content on elevating learner voice
or are wholly dedicated to this topic are opportunities for engaging learners.
Learners can present to instructors, administrators activities ranging from planning logistics to developing
and/or state-level leaders about their challenges, and choosing content and presenters to creating
needs and priorities during these events, or they can promotional materials.
even help to organize and coordinate events through
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 13METHOD: LEARNER ROLE:
Advisory Board/Committee/Workgroup Advising, Creating, Leading
Students can also play a variety of roles by participating in local, regional or statewide education
advisory boards or committees, workgroups and similar bodies.
While the purview and activities of these groups vary, they The number of learners who are participating and their
typically review existing education initiatives and data, roles will vary based on whether an advisory group is
provide feedback to educators and leaders, help determine composed entirely of learners or learners are one of many
future priorities and activities, and possibly develop new stakeholders. Each of these approaches has pros and cons:
resources or serve as spokespeople. These groups can be The former brings many learners together and is more
permanent entities that meet on a semi-regular basis or likely to elevate some to a leadership role; the latter enables
short-term workgroups that are formed around a specific learners to collaborate with and inform other stakeholders
goal or activity. such as education and business leaders but likely includes
fewer learners and less of a leadership role for learners.
Learners can play multiple roles in an advisory board or
Tiered advisory boards can combine these approaches; for
workgroup: They can serve as advisers who provide input
instance, a larger committee of learners engaged in program
from the student perspective; as creators who help to develop
improvement activities could elect learner representatives to
resources, such as a toolkit, professional development course
serve on a board with instructors and other stakeholders.
or recruitment materials; and as leaders with responsibility for
coordinating and facilitating events or other group activities.
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 14Prepare for engagement
Learners should be well prepared and supported to succeed in what will likely be a new and potentially
intimidating experience. In addition, state and local leaders must understand their roles and
responsibilities and be prepared to collaborate effectively with learners.
THESE PREPARATION ACTIVITIES for learners, instructors and other stakeholders should include:
Thoroughly explaining why learners are being engaged; Defining key CTE terms and minimizing acronyms and
the process for engagement; and how the feedback will jargon wherever possible.
be used, including a timeline for next steps.
Providing training on effective communication techniques
Clearly defining roles and responsibilities for each for in-person and virtual engagement and collaboration,
participant. including how to make space for different voices and how
to disagree respectfully.
Explaining the relationship between stakeholders —
for instance, describing how what happens in a learner’s Providing training on the technology or processes involved,
classroom is related to the role of the state CTE agency. such as how to use virtual meeting software or how to read
a spreadsheet for data analysis.
Additional resources on preparation and team-building can be found through the UC-Berkeley YPAR Hub; SoundOut lesson
plans; and Youth-Adult Partnerships: A Training Manual from the Innovation Center for Community and Youth Development,
National 4-H Council, National Network for Youth and Youth Leadership Institute.19
In addition to preparation for engagement, CTE leaders must strive to eliminate barriers to engagement such as scheduling,
transportation, technology access, and other challenges that can be differentially encountered by CTE learners from various
populations, learner levels and geographies, as described in other sections of this toolkit.
REFLECTIONS
Use the Reflections on Elevating Learner Voice in CTE Worksheet to capture any reflections taken from the
Explore Methods for Learner Engagement section.
• Which methods (e.g., surveys, focus groups, PAR) is your state, district or institution currently using to engage
learners? How effective are those methods for getting authentic input from CTE learners?
• Which methods are the most interesting or hold the most promise for effectively engaging CTE learners?
• What supports are in place to prepare learners when they are asked to provide input into CTE policies or programs?
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 15HARNESS CTE-SPECIFIC ENGAGEMENT
OPPORTUNITIES AND LEVERS
The general methods and roles for learner engagement described previously can be realized through
a number of CTE-specific opportunities and activities at both the state and local levels.
Engage Learners at the State Level
While state CTE agencies do not typically have daily interaction with learners, state CTE leaders can still create opportunities
to engage learners regularly or periodically through a number of program development, review and assessment mechanisms.
These activities not only will help improve programs, but they can also establish relationships between state leaders and
learners. CTE instructors, current learners, alumni, and other industry and community partners with experience in elevating
learner voice can help facilitate these activities and bridge the divide between the state and learners.
Whichever of the following opportunities are pursued, state leaders should create transparent reporting and feedback loops
that share with learners, families, instructors and the public how learner contributions have been used and explain how learners
can continue to be involved.
PROGRAM APPROVAL AND DEVELOPMENT: input into how well programs are serving learners’ needs.
State CTE agencies often approve new or redesigned Such requirements for learner engagement could be codified
local CTE programs that submit applications to the state within program review or evaluation policies. For instance,
describing the program and how it will be implemented. In HAWAII’S criteria for quality CTE programs now include a
this application, local programs could be required to show requirement that the state annually convenes stakeholder
that learners were engaged in program development, such groups — including community-based organizations,
as by providing evidence of learner interest or evidence families and learners — to review outcomes and give
that learners were consulted in the design of programs and feedback on program design and delivery.
wraparound supports, and that learners will be informed
METHODS OF ADMINISTRATION (MOA)/CIVIL RIGHTS
and engaged in an ongoing collaborative process. Learners
MONITORING: Similarly, states are responsible for
can also be engaged in the design of statewide programs of
monitoring programs to ensure that all students, regardless
study for adoption at the local level.
of race, color, national origin, sex or disability, have equal
PROGRAM EVALUATION AND MONITORING: State CTE access to high-quality CTE. In some states, civil rights
agencies evaluate or monitor local programs on a rotating monitoring occurs on a parallel track with the monitoring
basis or as needed, including sub-grant recipients that have of Perkins sub-grant recipients described in the previous
struggled in the past to meet Perkins performance indicator paragraph, while other states are merging MOA and Perkins
levels or to ensure equitable access or outcomes for all monitoring. Regardless of the approach taken, civil rights
learners. This monitoring process can include CTE learners monitoring offers another opportunity for learners to share
who can speak directly to the challenges and opportunities at their perspectives. For example, MARYLAND has started
a particular site under review or even serve as co-evaluators including interviews with learners in its consolidated MOA
in reviewing data and analyzing findings. Post-program exit and Perkins monitoring process, which the state has found to
interviews, including at the completion of a work-based be a very useful source of information and feedback.
learning experience, may be another mechanism to get direct
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 16STATE ADVISORY BOARDS: Many states have state CTE such as what makes an effective teacher, advice for a first-
advisory boards, committees or workgroups that review year teacher, and the importance of genuine connections
existing state CTE initiatives and data, provide feedback to between teachers and students.21
state agency staff, and map out future state CTE activities.
COLLABORATION WITH OTHER STATE ENTITIES:
Learner participants can provide input and may also take on
State CTE agencies also frequently collaborate with
responsibilities such as connecting state CTE staff with new
other state agencies responsible for economic and
stakeholders, contributing to new toolkits or professional
workforce development or services for youth and with
development experiences, or serving as CTE ambassadors.
statewide advocacy organizations to review programs
States can consider if they want to launch a stand-alone
and interventions and to improve offerings targeted at
advisory board composed of learners or have them join
particular learner groups. These collaborations can include
boards with diverse stakeholders — the opportunities and
communicating with learners who have been engaged by
challenges of each approach are discussed in the Explore
other state agencies that are attentive to the voice of young
Methods for Learner Engagement section on page 11.
people as well as advocacy organizations that have a strong
DELAWARE recently led an effort to develop tools that learner presence. For instance, Oregon Student Voice is a
integrate work-based learning and social-emotional youth-led non-profit organization empowering all students
learning as part of its involvement in the Collaborative for to be active agents in shaping their K-12 education.22
Academic, Social, and Emotional Learning Collaborating The group frequently works with the Oregon Department of
States Initiative. The state convened a workgroup that Education and Education Service Districts across the state
brought together learners, community-based organizations, on topics of interest to learners, including student voice and
state education leaders, district leaders and work-based equity. KENTUCKY has a similar organization, the
learning coordinators. The coordinators of the workgroup Kentucky Student Voice Team.23
met with the student group monthly, and learners were
GRANT PLANNING: In addition to more regular
invited to participate in the larger workgroup meetings.
opportunities for learner engagement, the development
The deliverables of this workgroup include an integrated
of the four-year Perkins plan offers a forcing moment for
crosswalk and an integrated toolkit for work-based learning
engaging a variety of stakeholders, including learners.
coordinators.20 Moving forward, Delaware will be piloting the
Bringing CTE learners into Perkins state plan development
tools and resources with three districts and three community-
can occur through the mechanisms described in this section.
based organizations in fall 2021 and is requiring student
This process will begin again in 2023 (with state plans
participation in each pilot site.
due 2024).
STATEWIDE CONFERENCES: Many state CTE agencies
When engaging CTE learners in state planning, it is
host annual professional development for instructors across
important to reach out to them before developing the plan
the state and other events targeted at topics of interest for
to understand their needs, barriers and priorities. Later, CTE
CTE in that state, which could include elevating CTE learner
learners can also be asked to provide feedback on specific
voice. Learners can attend these events, serve as presenters
initiatives or sections of the draft plan. However, engaging
about learner needs, or even help to organize in-person or
them early before putting pen to paper will help ensure that
virtual events targeted at improving learner engagement.
the plan is built from the ground up with learner voice and
For instance, OKLAHOMA’S statewide summer professional
learner needs incorporated.
development event, EngageOK, historically has included a
popular session called What Students Wish Their Teachers
Knew, during which a regional student panel discusses topics
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 17Facilitate Local Learner Engagement
In addition to engagement activities at the state level, state CTE leaders can require, incentivize or
encourage districts and colleges to engage learners for the improvement of local programs. Engagement
at the local level both benefits local programs and builds a pipeline that can feed into state and regional
learner engagement efforts. Even in the absence of state requirements or incentives, local leaders can
choose to prioritize elevating learner voice using the strategies described in this section. Any of these
levers should include transparent reporting and feedback loops that ensure that learners and other
stakeholders are informed about next steps and see how their contributions have been incorporated into
systemic change.
COMPREHENSIVE LOCAL NEEDS ASSESSMENT: One of LOCAL ADVISORY BOARDS: State CTE agencies can
the best levers for elevating learner voice is through the similarly incentivize or require learner participation on
CLNA, which local recipients are required to complete at district, school or college cross-stakeholder advisory boards
least once every two years to be eligible for Perkins funding. or the creation of learner-led advisory boards. For instance,
The legislation lists students as one of the many required PITTSBURGH Public Schools’ Student Advisory Council is
stakeholder groups to engage during the assessment, and a district-wide leadership opportunity for elected learners to
states can further incentivize or require their participation. share the interests and concerns of learners at their schools
with district administration and provide input on school and
For instance, states can require that local recipients identify
district initiatives.24 In response to learner survey results, the
several learners who were engaged in the CLNA process.
council has been working on expanding learner input into
States can also add questions to the CLNA templates they
scheduling. And as a result of its participation in OHIO’S
develop for local recipients to complete — questions about
Equity Labs, the Delaware Career Center is undertaking a
how learner voice is and will continue to be elevated and
number of actions to better diagnose and address inequities
which special populations and historically marginalized
within its CTE programs.25 After identifying equity gaps from
learner groups have been engaged. Finally, states can offer
a gender identity perspective, the center has launched a
grants to local recipients that require them to engage
non-traditional student advisory committee, charged with
learners as part of the CLNA process. Funds could be used to
advising the institution on how to better attract learners into
host learner-centric CLNA activities such as focus groups.
programs that are non-traditional for their genders.
PROGRAM APPROVAL AND REVIEW: Another option is to
COMPETITIVE GRANTS: In addition to CLNA-focused grants
incentivize or require learner participation in local program
for learner engagement, states can award competitive grants
development, approval and review processes. This option can
that prioritize learner engagement through the Perkins
be written into procedures that require evidence of learner
Reserve Fund or State Leadership funds that have been
interest in and consultation during program development,
designated for equity purposes or through other statewide
learner participation in program review, and learner exit
funding. For instance, grant applicants could be required
interviews after completion of a CTE program or
to incorporate learners or receive additional points on their
work-based learning experience.
application score if their proposed activity incorporates
learners in a meaningful way, as with the Delaware work-
based learning and social-emotional learning pilot projects
described in the previous section.
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 18TECHNICAL ASSISTANCE AND PROFESSIONAL locals with learner engagement strategies (possibly the
DEVELOPMENT: State CTE agencies can also develop same staff member who supports equity initiatives), or
local capacity for learner engagement by providing develop a learner engagement toolkit with resources
districts and colleges technical assistance and professional such as those featured in this document. For instance, the
development that incorporate learners and evidence- TEXAS NETWORK OF YOUTH SERVICES has developed
based practices for elevating learner voice. The state could a Youth Engagement Toolkit, while JFF has developed a
host local workshops that bring together learners and professional development module on student voice that
CTE educators, designate a state staff member to support can be integrated into CTE professional learning activities.26
QUICK Navigating and leveraging these different opportunities may seem
TIPS challenging amid the many competing priorities that CTE leaders face.
HERE ARE A FEW TIPS FOR GETTING STARTED:
Look for opportunities to incorporate learners into existing activities, such as program approval and
monitoring, advisory boards, and professional development events such as statewide conferences.
Leverage the state’s role as a convener for local CTE educators and as a collaborator with other state entities
to elevate the benefits of learner engagement through professional development events, meetings and
resources such as toolkits.
Explore funding streams to incentivize or require learner engagement through grants and other
mechanisms.
Remember that learner engagement activities should be more than one-off experiences — they should be
part of a broader strategy that institutionalizes the elevation of learner voice.
REFLECTIONS
Use the Reflections on Elevating Learner Voice in CTE Worksheet to capture any reflections taken from the Harness
CTE-Specific Engagement Opportunities and Levers section.
• Which levers (e.g., program monitoring, state or local advisory boards, CLNA) currently require, incentivize or
encourage authentic learner engagement?
• Which levers would be the easiest to amend or adjust going forward to ensure that they require, incentivize or
encourage authentic learner engagement?
• Which levers are the most important to amend or adjust going forward to ensure that they require, incentivize or
encourage authentic learner engagement?
WITH LEARNERS, NOT FOR LEARNERS: A TOOLKIT FOR ELEVATING LEARNER VOICE IN CTE 19ENSURE EQUITABLE CTE LEARNER
ENGAGEMENT
The methods and opportunities described in the previous section can effectively and equitably lead
to improved decisionmaking about CTE programs and policies only when they are inclusive of all CTE
learners. Reaching a wide variety of learner groups includes identifying and recruiting learners from
across the extensive breadth of CTE as well as breaking down barriers that prevent learners, particularly
those with special population status and historically marginalized learners, from participating in
engagement opportunities.
Include Many Voices
CTE programs reach and affect an incredibly diverse range of learners across populations, CTE program areas, education
levels and geographies. This variety is an immense benefit to CTE programs but also poses a challenge to leaders seeking to
engage and elevate all voices to improve CTE programs and policies. Learner engagement activities should seek, as much
as possible, to engage a breadth of learners across the following domains, bearing in mind that not every learner needs to
be engaged in every activity. By offering different types of learner voice experiences at different times and through different
media, CTE leaders can reach a wider group of learners.
SPECIAL POPULATIONS AND HISTORICALLY to vitally important program areas such as early childhood
MARGINALIZED GROUPS: Under Perkins V, state and education and health sciences.
local CTE educators must be attentive to the nine special
EDUCATION LEVELS: CTE programs of study feature
population groups defined on page 3 as well as sub-
alignment of courses and competencies across secondary
groups for gender, race/ethnicity and migrant status when
and postsecondary education, and state and local CTE leaders
analyzing data and providing services. Any engagement
would benefit from engaging learners at both these levels to
activities should actively recruit learner representatives from
understand their differing needs, challenges and priorities. In
as many of these populations as possible, as well as other
addition, the middle grades are an increasingly common time
learners such as Tribal learners, justice-involved individuals,
to begin CTE, and nearly all states allow or encourage Perkins
undocumented and migrant learners and LGBTQ+ learners.
funding to be spent in these grades. Depending on state or
Remember that learners often have intersectional identities
local policy, engaging middle grades CTE learners may make
(e.g., a CTE learner who is Black and LGBTQ+ or a learner
sense. When engaging learners of different ages and life
who is a foster youth in a non-traditional field of study) and
stages, remember that these learner groups will have different
that different learner groups may have different barriers to
barriers to participation and may need targeted supports to
participation, such as child care needs, transportation or
engage authentically.
accessibility. These barriers are further described in the
next section. GEOGRAPHIES: Across many states, CTE learners have
differing access to programs generally as well as to technology
CTE PROGRAM AREAS: In addition to inclusiveness across
and equipment, instructors, and experiences such as work-
populations, learner engagement efforts should aim to cover
based learning based on their geographic location. Engaging
a diversity of CTE program areas that are available in a state
learners across rural, small town, suburban and urban
or local area, from high-wage, high-skill career pathways such
environments will uncover disparate challenges and barriers.
as information technology and advanced manufacturing
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